T3S 



A Teaching Plan 
of Grammar 



A Teaching Plan 
of Grammar 



The Committee 
KATE J. TUNNEY 
GRACE CARROLL 
CLARICE J. SMITH 

and 
twenty-three others 



, Copyright, 1916 
By JOSEPH S. TAYLOR 



'^EB-sigi? 



A Teaching Plan 
of Grammar 

Prepared by a Committee 



EDITED. BY 



JOSEPH s: Baylor, Pd. d. 

District Superintendent of Schools, New York 



1916 

Published by 

THOMAS J. McEVOY 

6 Third Avenue, Brooklyn, N. Y. 



TABLE OF CONTENTS 



Page 

Preface 5 

Notes on Grammar 9 

Grade 5A 20 

Grade 5B 24 

Grade 6A 29 

Grade 6B . 34 

Grade 7 A , 38 

Grade TB M 

Grade 8A 50 

Grade SB :,(} 

Rules of Punctuation (>5 

©CI.A453933 



PREFACE. 

Any one witJi large experience in supervision must 
be aware that it is difficult to secure satisfactory re- 
sults in grammar. I learned this lesson nearly twenty 
years ago, while I was principal of an elementary school. 
A superintendent gave me the hint, after visiting all the 
classes of the school, that grammar needed attention. 
In an effort to discover the cause of our failure, I came 
upon this condition: The teacher of the hig'hest class 
informed me that the children came to him without 
knowing any grammar; the next lower teacher gave the 
same excuse; and similar reports came from all the 
teachers clear down to the fifth grade, where the sub- 
ject started. 

They were all right ; and this was the reason : 

There was no plan in the school to analyze the subject, 
arrange it in orderly sequence, articulate grade with 
grade, and provide for systematic reviews. Each teacher 
nuterpreted the syllabus for himself. The result was just 
what it will be in any school where the conditions are 
similar. Although each teacher worked hard and faith- 
fully, grammar was a failure. 

I therefore prepared a plan for the school which was 
published later in a pamphlet edited by me, entitled, 
Practical School Problems. In less than two years after 
this plan went into effect, the teachers stopped saying 
that the children were promoted without knowing their 



6 PREFACE 

grade grammar. It would have been useless to offer 
such an excuse, because the principal had not only- 
planned the work, but he was now working his plan. 

The opportunity for the preparation of the present 
work was thrust upon me by the recent "Teachers' Insti- 
tute." I appointed seven separate committees, one for 
the fifth year, and one each for grades 6 A, 6B, 7 A, 7B, 
8A, 8B. Two of the appointees — Miss Kate J. Tunney 
and Mrs. Grace Carroll — represented me, and served on 
all the committees. The five additional teachers on each 
comm.ittee were selected by their grade colleagues in the 
several schools. Twenty-four schools were thus repre- 
sented on the committees, and in each case the represen- 
tative was presumably the best grammar teacher on the 
grade. My representatives were charged with the re- 
sponsibility of co-ordinating the work of the several com- 
mittees and of securing consistency in the form and 
content of the plans. They were greatly assisted, after 
the first conference, by the voluntary services of Miss 
Clarice J. Smith, who took part in the discussion and 
determination of the many mooted points and prepared 
the final copy of the report for presentation. 

The following principles were laid down for the 
guidance of the committees : 

"1. The course of study, the syllabus, and the pam- 
phlet on grammar prepared by Superintendent Taylor are 
to be the basis of the content of the plans. 

"2. No grade may contain less than the requirements 
of the syllabus, but may anticipate the work of a higher 
grade if the committee deems such a procedure advisable. 



PREFACE 



"3. The plans should make provision, in each grade, 
for systematic reviews of the work of that grade and of 
all preceding grades. 

"4. Suggestions and illustrations of methods of presen- 
tation are admissible, but no reference should be made 
to a particular book. Paragraphs in the District Super- 
intendent's pamphlet may be referred to by number." 

The "Rules of Punctuation" found at the end of the 
present plan were prepared by the writer for use in his 
school years ago. 

Attention is invited to the following features of the 
plan: 

1. The copulative verb is included in the class of in- 
transitive verbs. Some intransitive verbs are copulative, 
others are not. 

2. In a footnote to the plans of grades 7A and 8B, 
the subdivisions of the pronominal adjective are given. 
It is manifestly a violation of at least two of the three 
rules of logical division to make the demonstrative adjec- 
tive one of the large co-ordinate classes. 

3. In a footnote to the plan of grade 8A will be 
found a statement regarding the interrogative adjective, 
which is called by some excellent authorities (e. g., 
Whitney) a relative adjective. 

4. Verbals are classified in the plan as infinitives, par- 
ticiples, and participial nouns. This is done in obedience 
to the Board of Superintendents' Circular No. 17, 1911- 
'12, which uses these terms. In my "Notes on Gram- 
mar," however, I am using gerund instead of participial 
noun, because I am convinced that gerund is the more 



8 PREFACE 

accurate term. In this view I am supported by the 
N. E. A, Nomenclature Committee, which calls attention 
to the fact that the term is common to English, Latin, 
and the Romance languages. Teachers in schools out- 
side of New York may use gerund. 

5. In every grade, the concrete example of a rule or 
definition is to be shown first; then the pupil is asked to 
find other examples in the reading of the grade; and 
finally he is encouraged to embody what he has learned 
in his own compositions. To stop with mere analysis 
in any case is to make your instruction a matter of 
memory; the pedagogic circle is incomplete unless the 
pupil be required immediately to put his knowledge to 
the test in synthetic work. This is only another way 
of saying that impression and expression must go hand 
in hand. 

JOSEPH S. TAYLOR. 

New York, November 15, 1916. 



NOTES ON GRAMMAR 

By JOSEPH S. TAYLOR 
District Superintendent 



THE following definitions and classifications em- 
body the substance of General Circular No. 17, 
1911-'12, issued by the Board of Superinten- 
dents under date of June 19, 1912. The additions here 
offered are in harmony with the New York course of 
study in English and, as far as possible, with the Report 
of the Joint Committee on Grammatical Nomenclature 
of the N. E. A., adopted in 1913. 

For ready reference, topics are arranged in alphabetical 
order. Where the grade is inserted, it indicates the 
point where the subject may properly be taken up for 
formal study. Where the word optional is used it means 
that the item is not definitely prescribed by the course 
of study in New York. 

The author has tried to make the definitions as simple 
and clear as possible without sacrificing accuracy. He 
has purposely avoided "baby definitions," such as: "A 
noun is a name-word"; "a verb is an action-word"; "an 
adjective is a quality-word." The whole purpose of 
the pamphlet and of the nomenclature movement gen- 
erally, is to avoid the waste involved in teaching a child 
something in one grade or class or school which he 
must unlearn in the next. Economy of learning re- 



10 NOTES ON GRAMMAR 

quires that what we teach at any stage must remain true 
ever after. 

1. An adjective is a word used to qualify or limit 
the meaning of a noun or pronoun. Adjectives are 
divided into two general classes, descriptive and limiting. 
6b. 

1. A descriptive adjective denotes the kind or 
quality of an object. Descriptive adjectives are 
either common or proper. 111. — large, British. 

2. A limiting adjective specifies or limits the 
meaning of a noun or pronoun. Limiting adjectives 
are divided into three classes, numeral, pronominal, 
and the article. 7a. (N. E. A. Report, p. 3). 

a. A numeral adjective is a limiting adjective 
that expresses number. 111. — Three, first. 

b. A pronominal adjective is a limiting adjective 
that is sometimes used as a pronoun. 111. — This 
apple is red (adjective). This is a red apple (pro- 
noun). 

2. An adverb is a word used to modify the meaning 
of a verb, a participle, an adjective, or another verb. 
With reference to meaning adverbs are divided into the 
following classes : 6b. 

1. Time — answering the question, When? 

2. Place — answering the question, Where? 

3. Degree — answering the question, To what ex- 
tent? 

4. Manner — answering the question, How? 

5. Number — answering the question, In what 
order? or, How many times? 8b. 

6. Cause — answering tlie question. Why" 8b. 

7. Assertion or denial; as, yes, no. 8b. 



NOTES ON GRAMMAR 11 

With reference to use adverbs are divided into 
three classes : namely, simple, interrogative, relative. 
7a. 

1. A simple adverb is an ordinary adverb; as, 
badly, slowly. 

2. An interrogative adverb is an adverb that asks 
a question ; as, Why did you do it ? 

3. A relative (or conjunctive) adverb is an ad- 
vefb that modifies a verb and connects a subordinate 
clause to a principal clause. 111. — The seed grew 
up where it fell. 

3. The adverbial objective is a noun of value, dis- 
tance, time, place, quantity, direction, or extent used 
adverbially. 111. — The coat cost five dollars. He walked 
ten miles. The play lasted three hours. The lad is 
ten years old. Such nouns are in the objective case. 
The term adverbial objective sufficiently describes their 
syntax. 7a. 

4. A conjunction is a word that connects words or 
groups of words. Conjunctions are divided into two 
principal classes, co-ordinate and subordinate. 

1. A co-ordinate conjunction is a word that 
connects elements of equal or similar rank. 7a. 

Co-ordinate conjunctions may be subdivided as 
follows : 

a. Copulative : and, also, likewise, now, both- and, 
as well as, not-neither, neither-nor. 6b. 

b. Disjunctive : either-or, or, whether-or, or else, 
else. 

c. Adversative: but, yet, nevertheless, notwith- 
standing, however (optional). 8b. 

b. Causal: for, therefore, wherefore, then, hence, 
so. and accordingly (optional). 8b. 



12 NOTES ON GRAMMAR 

2. A Subordinate conjunction is a word that 
joins a subordinate clause to the principal clause; 
e. g. : all relative pronouns; relative adjectives; 
relative adverbs ; before, ere, since, after, as soon as, 
as long as, because, if, provided, unless, though, 
that, lest, than. 111. — Come when you can. I was 
here before you arrived. 7a. 

5. Comparison of an adjective is a change of form to 
denote quality in different degrees. 6b. 

1. The positive degree is that form of the ad- 
jective which expresses simply the quality. 111. — 
good, bad, great. 

2. The comparative degree is that form of an 
adjective which expresses the quality in a higher or 
lower degree. 111. — better, worse, greater. 

3. The superlative degree is that form of an 
adjective which expresses the quality in the highest 
or lowest degree. 111. — best, worst, greatest. 

6. A clause is a part of a sentence that contains a 
subject and a predicate. 111. — // he did this, he was 
right. 7a. 

7. Case is a change of form or use in a noun or pro- 
noun which shows its relation to other words. 6b. 

1. The nominative case is that form or use of 
a noun or pronoun which denotes the subject of a 
verb. 111. — Lincoln was elected. You are the man. 
The nominate form is also required in the following 
instances : 

a. Nominative absolute. When a noun or pro- 
noun is used with a participle to express cause, 
time, or circumstance, its case is called nominative 
absolute. 111. — The guide having left us, we went 



NOTES ON GRAMMAR 13 



home alone. Night coming on, the travelers looked 
for an inn. 7a. 

b Nominative by direct address. A noun or pro- 
noun used as an independent element to address 
some person or thing directly is said to be nomina- 
tive by direct address. 111. — John, come here. 
Come to me, O ye children. 6b. 

c. Nominative of exclamation. A noun or pro- 
noun used as an independent element to exclaim 
about a person or thing is called nominative of ex- 
clamation. 111. — Poor little stranger! She never 
said a word. 6b. 

d. Predicate Nominative. See No. 19. 

e. Noun in Apposition. A noun or pronoun is 
generally in the same case as another when it de- 
notes the same person or thing and is used for 
explanation or emphasis. Such a word is called 
noun (or pronoun) in apposition. 111. — Brown him- 
self went (emphasis). Brown, the merchant, went 
(explanation). 7a. Words in apposition may be in 
either the nominative, objective, O'r possessive case. 

2. The objective case is that form or use of a 
noun or pronoun which denotes the object of a 
transitive verb or of a preposition. 111. — He has a 
book. Take me with you. 6b. 

a. Retained object. Usually the object of the 
active verb becomes the subject of the passive verb; 
thus: John struck James (active). James was 
struck by John (passive). In a case where the 
active verb has both a direct and an indirect (dative) 
object, the passive verb retains its direct object and 
the indirect object becomes the subject; thus: 

Father offered me a dollar (active). 

I was offered a dollar by father (passive). In 
the second sentence dollar is called a retained object. 
8a. 



14 NOTES ON GRAMMAR 

b. Indirect Object is a dative objective placed 
between the verb and its object. Formerly nouns or 
pronouns thus used were in the dative case and are 
still so called in other languages. In English we 
now call the relation objective case. 111. — Give me 
the book. They made Joseph a coat. Forgive us 
our trespasses. 7a. 

3. The possessive (genitive) case is that form 
of a noun or pronoun which denotes ownership, 
authorship, or appurtenance. 111. — My house ; Shakes- 
peare's plays; the ship's compass. 6b. 

8. Gender is a change of form in nouns and pronouns 
to denote sex or the absence of sex. 6b. 

1. The masculine gender denotes males. 111. — 
He, him, man, administrator. 

2. The feminine gender denotes females. 111. — 
she, woman, administra-frix. 

3. The neuter gender denotes objects without sex. 
111.— tV, hook. 

9. Grammar is the science of the correct use of 
language. 

10. An interjection is a word or phrase that ex- 
expresses feeling and is generally without syntax. 111. 
Alas, oh, ah. 6b. 

11. Mood is a form of the verb which indicates how 
the assertion is thought of or conceived. 7a and 7b. 

1. The indicative mood is that form of the verb 
which assumes the assertion as a fact {fact mood). 
111. — / can sing. 

2. The subjunctive mood is that form of the 
verb which assumes the assertion as merely thought 
of or supposed {thought mood). 111. — I wish he 
were here. I would do it if I could. 



NOTES ON GRAMMAR 15 



3. The imperative mood is that form of the verb 
which expresses the assertion in the form of a com- 
mand. 111. — Go away, John. Let us go. 

12. A noun is a word used as a name. Nouns are 
divided into two general classes, proper and common. 

6b. 

1. A proper noun is the individual name of a 
person, group, or thing. 111. — John, Boston, Presby- 
terian. 

2. A common noun is a name common to all of 
the same kind or class. 111. — book, slate. Common 
nouns are further divided into collective and verbal. 
7b. 

a. A collective noun is a name that is singular 
in form and plural in meaning. 111. — The lowing 
herd wind slowly o'er the lea. 

b. A verbal noun is a participle or an infinitive 
used as a noun. 111. — Seeing is believing. 

13. Number is a change of form in a word to denote 
one or more than one. 6b. 

1. The singular number is that form of a word 
which denotes one. 111. — John, man. 

2. The plural number is that form of a word 
which denotes more than one. 111. — geese, men. 

14. Objective complement. Verbs of making, 
creating, and choosing sometimes bring an adjective or a 
noun in relation to the direct object instead of the sub- 
ject. Such an adjective or noun is then called an ob- 
jective complement. 111. — He made the stick straight. 
We named her Mary. 7b. 

15. The object of a verb is a noun or pronoun that 



16 NOTES ON GRAMMAR 

shows Upon what person or thing the action is exerted. 
111. — Take him away. 5b. 

16. A pronoun is a word used instead of a noun. 
6b. 

1. A personal pronoun is a pronoun that shows 
by its form of what person it is. 111. — He, I, them. 
6b. 

2. A relative pronoun is a pronoun that generally 
stands in close relation to an antecedent and joins to 
it a descriptive clause. 111. — Health is one of the 
greatest blessings that a man can have. 7a. 

3. An adjective pronoun is a limiting adjective 
used as a pronoun. 111. — This is the man. Many 
are called, but few chosen. 7a. 

4. An interrogative pronoun is a pronoun used 
to ask a question. 111. — Who are you? What is 
that? Which do you mean? 7a. 

17. A preposition is a word used to show the rela- 
tion of a noun or pronoun to some other word. 111. — At, 
in, on, by. 6a. 

18. A phrase is a group of related words, without a 
subject and a predicate, used as a single part of speech. 
111. — He was a man of the people. 6a. 

19. A predicative nominative is a noun or pronoun 
that completes the assertion of a verb and means the 
person or thing named by the subject. 111. — Washington 
was a wise leader. 6b. 

20. A predicative adjective is an adjective that com- 
pletes the assertion of the verb and modifies the subject. 
111. — The minstrel was infirm and old. 6b. 



NOTES ON GRAMMAR 17 



21. Person is a change of form or use in a word to 
indicate whether the speaker is meant, the person spoken 
to, or the person or thing spoken of. 6b. 

1. The first person denotes the speaker. 111. — 
I, mine, me. 

2. The second person denotes the person spoken 
to. 111. — You, thou, thy. 

3. The third person denotes the person or thing 
spoken of. 111. — He, she, it. 

22. A sentence is a combination of word expressing 
a complete thought. 

23. Syntax is that part of grammar which treats of 
sentence structure. The syntax of words has reference 
to their arrangement and relation according to good usage. 
6a. 

When the syntax of a noun or pronoun is called 
for, the reason for its case should be stated (and in 
the case of a pronoun, its person.) 

When the syntax of an adjective or an adverb is 
called for, the word modified should be given. 

When the syntax of a verb is called for, the sub- 
ject (noun, pronoun, phrase, or clause), complement 
(if any) number, and person should be given. 

When the syntax of a phrase or clause is called 
for, the statement should follow the form prescribed 
for the noun, adjective, or adverb whose office it 
fills. 

24. Tense is a change in the form of a verb which 
expresses distinctions of time. 7a. The tenses are pres- 
ent, past, future, present, perfect, past perfect, and future 
perfect. 



18 NOTES ON GRAMMAR 

1. Forms of tenses. The tense of a verb may 
be expressed in various forms, such as the common, 
emphatic, passive, progressive, and ancient. 7b. 
(Optional.) 

111. — He went home (common). 

He did go home (emphatic). 

The boy was taken home (passive). 

He was running fast (progressive). 

Thou art the man (ancient). 

25. A verb is a word that asserts. 6a. Verbs are 
divided as to form into two classes, regular and irregular. 
7a. 

1. A regular (weak) verb is a verb that forms its 
past tense by the ending t, d, or ed. 111. — Look, 
looked; bite, hit; stay, staid. 

2. An irregular (strong) verb is a verb that 
forms its past tense by an inward vowel change. 
111. — be, was, been; grow, grew, grown. 

Verbs are divided as to use or function into two 
classes, transitive and intransitive. 7a. 

1. A transitive verb is a verb that expresses ac- 
tion received by some person or thing. 111. — John 
struck James. 

2. An intra'usitive verb is a verb that expresses 
action or being confined to the subject. 111. — The 
carpenters struck for higher wages. 

Some intransitive verbs are called copulative ; as. 
is (in all its forms). 

26. A verbal is a form of the verb which merely 
names the act or state without asserting it and performs 
the office of another part of speech. 111. — To go; singing. 
7b. 



NOTES ON GRAMMAR 19 



Verbals are of three kinds, infinitives, participles, 
and gerunds. 

1. An infinitive is a simple verbal that often be- 
gins with to. 111. — I like to hear you sing. Let 
him go. 

2. A participle is an adjective verbal retaining 
verbal functions. 111. — Truth crushed to earth shall 
rise again. 

3. A gerund is a particpial verbal used as a noun 
but retaining verbal functions. 111. — The miser en- 
joys counting his v^ealth (optional). 8b. (N. E. 
A. GDm., p. 4.) 

Remark. — The New York syllabus classifies verbals 
as infinitives, adjective participles, and noun par- 
ticiples. 

27. Voice is that form or use of a transitive verb 
which shows whether the subject acts or receives the act. 
There are two voices, the active and the passive. 

1. The active voice represents the subject as act- 
ing. 111. — He strikes. 

2. The passive voice represents the subject as 
receiving the act. 111. — He is struck. 



PLAN OF GRAMMAR 
Grade 5A 



FIRST MONTH. 

1. Review. 

Declarative, interrogative, and imperative sen- 
tences. 

2. Plan of Work. 

1. Type sentences longer than in 4 B. 

2. Declarative sentences in four types with mod- 
ifiers usually placed first. 

3. Inverted subject and predicate (found in 
poetry). 

4. Subject and predicate. 

5. Exclamatory form. 

6. Emphasize end of sentence in thought and 
punctuation. 

7. Drill on correct forms should include the use 
of irregular verbs ; as, bring, take, run, fly, etc. 

8. Drill on a few of the more frequently misused 
prepositions; for example, by 

9. Capitalization.* — New. No. 39. Review. No. 
36', 37. 

10. Punctuation.* — New. No. 3. Review. No. 5, 
6. 



*See Supplement on Punctuation. 



A TEACHING PLAN OF GRAMMAR 21 



SECOND MONTH. 

Plan of Work. 

1. Interrogative sentences. 

2. Four types. 

3. Change declarative sentence to interrogative 
and vice versa (Exclamatory form). 

4. Insist upon complete questions and answers; 
as, Who is there? It is I. Who were there? They 
were there. 

5. Exclamatory form. 

6. Drill on the correct forms of irregular verbs; 
as, blow, buy, steal, spin, etc. 

7. Drill on a few of the more frequently misused 
prepositions; for example, up. 

8. Capitalization. — New. No. 4. Review. No. 
38, 40. 

9. Punctuation. — New. No. 41. Review. No. 14, 
15, 16, 17. 

10. Review first month's work. 



THIRD MONTH. 

Plan of Work. 

1. Imperative sentences. 

"You" (generally understood) obeys command. 

2. A word independent by direct address. 

(This will show the children that nominative 
by direct address is not the subject of the im- 



22 A TEACHING PLAN OF GRAMMAR 

perative sentence and that it must be separated 
from the rest of the senteiice by a comma.) 

3. Drill on the forms of irregular verbs; as, be- 
come, win, eat, sing, etc. 

4. Drill on a few of the more frequently mis- 
used prepositions; for example, the correct use of 
"behind" instead of "in back of." Illustration. — I 
stood behind him. 

5. Chiefly analysis. 

6. Capitalization. — New. No. 42. ^ 
Review. No. 44. 

7. Punctuation. — 
Review. No. 18, 19, 22, 26. 

8. Review first and second month. 



FOURTH MONTH 

Plan of Work. 

1. All kinds of sentences emphasizing types one 
and two. Chiefly analysis. 

2. Ask the pupils to express the thought on some 
topic in the declarative, interrogative, imperative, 
and exclamatory forms. 

Illustration. 
Mary is good. 
Is Mary good? 
Be good, Mary. 
How good Mary is ! 



A TEACHING PLAN OF GRAMMAR 



3. Drill on the forms of irregular verbs; as, 
catch, drink, teach, begin, etc. 

3. Drill on a few of the more frequently misused 
prepositions; for example, with. 

4. CapitaHzation. — New. 43. 
Review. No. 47. 

5. Punctuation. — 
Review. No. 28, 30, 31. 

6. Review preceding months. 



FIFTH MONTH. 

Plan of Work. 

1. All kinds of sentences emphasizing types three 
and four. Chiefly analysis. 

2. The teacher reviews the points which need 
drilling. 

3. Capitalization. — Review. 

4. Punctuation. — Review. 

5. Thorough review of all preceding work. 



24 A TEACHING PLAN OF GRAMMAR 



Grade 5B 



FIRST MONTH 

1. Review. 

1. Review thoroughly the four types of sentences. 

2. Drill on correct forms should include the use 
of irregular verbs; as, lead, be, see, swim, etc. 

3. Drill on a few of the more frequently misused 
prepositions ; for example, to. 

2. Plan of Work. 

1. Definition of sentence. No. 22.* 

2. Find complete subject and complete predicate 
of all types of sentences. 

3. Synthesis. 

4. Capitalization.** — New. No. 46. 
Review. No. 36, 37, 38. 

5. Punctuation.** — New. No. 9. 
Review. No. 1, 3, 4, 5, 6. 



SECOND MONTR 
I. Review. 

1. Drill on correct forms of irregular verbs; as, 
leave, let, do, sink, etc. 



♦"Notes on Grammar," by Joseph S. Taylor. 
♦♦Supplement on Capitalization and Punctuation. 



A TEACHING PLAN OF GRAMMAR 25 

2. Drill on a few of the more frequently misused 
prepositions; for example, at. 

Plan of Work. 

1. Analysis of sentences of the simplest character. 
Find the subject word and the predicate verb. Then 
add the complement of the verb. 

2. Definition of subject, predicate, and comple- 
ment. 

3. Synthesis. — Combine two simple sentences into 
one good simple sentence. Drill thoroughly. 

4. Agreement of the verb with its subject. 

5. Correct use of the nominative case. ///. — It 
is I. It is we. 

It is she. It is they. 

He and I went to the park. 

Jack, Frank, and I went to the park. 

He doesn't know it. 

6. Capitalization. — 
Review. No. 39, 40, 41. 

7. Punctuation — New. No. 10. 
Review. No. 14, 15, 16, 17. 



THIRD MONTH. 

Review. 

1. Drill on correct forms of irregular verbs; as, 
put, speak, write^ and drown. 



26 A TEACHING PLAN OF GRAMMAR 



2. Drill on a few of the more frequently misused 
prepositions ; as, in and into. 

3. Agreement of the verb with its subject. 

4. Correct use of the nominative case. 

5. Definition of subject, predicate, and comple- 
ment. 

6. Synthesis. — Combine two or three simple sen- 
tences into one good simple sentence. 

Plan of Work. 

1. Analysis of sentences longer and more difficult 
than second month. 

2. Subject word simple and compound. 

3. Predicate and complement one word only. 

4. Correct use of the objective case after prepo- 
sitions and verbs. 

Correct. — He sat between you and me. 
She told you and me. 
They talked about Mary and me. 
I like to play with you and her. 
They saw him and me. 

5. Capitalization. — 
Review. No. 42, 43. 

6. Punctuation.— New. No. 12, 33. 
Review. No. 18, 19, 22, 26. 



FOURTH MONTH. 
I. Review. 

1. Drill on correct forms of irregular verbs; as, 
have, srfike, hang, zvring, etc. 



A TEACHING PLAN OF GRAMMAR 



2. Drill on a few of the more frequently misused 
prepositions; as, between and among. 

Correct. — She sat between Mary and me. 

They divided the pie among the five boys. 

3. Definition of subject, predicate, and comple- 
ment. 

4. Synthesis. — Combine three simple sentences in- 
to one good simple sentence. 

5. Agreement of the verb with its subject. 

6. Correct use of nominative and objective cases. 

2. Plan of Work. 

1. Analysis of simple sentences. 

2. Subject, predicate, and complement simple 
and compound. 

3. Sentences longer and more difficult than pre- 
ceding months ; also inverted and imperative and in- 
terrogative forms. 

4. Capitalization. — 
Review. No. 44, 47. 

5. Punctuation. — New. No. 35. 
Review. No. 28, 30 31, 32. 



FIFTH MONTH. 

Review. 

1. Chiefly analysis. 

2. Quick recognition of subjects, predicates, and 
complements simple and compound. 



28 A TEACHING PLAN OF GRAMMAR 

3. Drill on correct forms of irregular verbs. 

4. Drill on the use of prepositions discussed dur- 
ing the term. 

5. Drill on predicates containing one and more 
than one auxiliary. 

6. Inverted subject and predicate. 

7. Analysis of the imperative sentence introduced 
by a word independent by direct address; as, John, 
listen carefully. 

8. Analysis of the declarative sentence introduced 
by a phrase. 

9. Capitalization. — Review. 

10. Punctuation. — Review. 

11. Thorough review of the entire grade. 



A TEACHING PLAN OF GRAMMAR 



29 



Grade 6A 



FIRST MONTH. 

Review. 

1. Classification of simple sentences. Declarative, 
interrogatory, and imperative. Exclamatory form. 

2. Definition of sentence. No. 22.* 

3. Synthesis.— (1) The teacher suggests a sub- 
ject; the children complete the sentence. (2) The 
teacher suggests a predicate verb ; the children com- 
plete the sentence. 

Plan of Work. 

1. Parts of speech. 

The words of the English language are ar- 
ranged into eight classes called the parts of 
speech. In the study of a part of speech 
stress should be laid upon the idea of use. 

2. Distinguish nouns. 

3. Definition of noun (1st half) No. 12.* 

4. Distinguish verbs. 

5. Definition of verb. No. 25.* 

6. Distinguish objects. 

7. Definition of object. No. 15.* 

*"Notes on Grammar," by Joseph S. Taylor. 



30 A TEACHING PLAN OF GRAMMAR 



8. Analysis of simple sentences. 

9. Capitalization.** — 
Review. No. 36, 37, 38. 

10. Punctuation.** — New. No. 34. 
Review. No. 1, 3, 4, 5, 6, 9. 



SECOND MONTH. 

1. Review. 

1. Analysis and synthesis. 

2. Definition of subject, predicate, and object. No. 
15.* 

3. Definition of sentence. No. 22.* 

4. Distinguish the predicate verb with auxiliaries. 

5. Definition of verb. No. 25.* 

2. Plan of Work. 

1. Distinguish pronouns. 

2. Definition of pronoun. No. 16. 

3. Subject noun or pronoun. 

4. Predicate verb. 

5. Object noun or pronoun. 

6. Distinguish prepositions. 

7. Definition of preposition. No. 17.* 

8. Recognition of phrases introduced by preposi- 
tions. 

9. Definition of phrase. No. 18. 



*"Notes on Grammar," by Joseph S. Taylor. 
♦♦Supplement on Capitalization and Punctuation. 



A TEACHING PLAN OF GRAMMAR 31 



10. Correct use of the prepositions; for example 
I took the book from him (instead "off him"). 

11. Capitahzation. — 

Review. No. 39, 40, 41. 

12. Punctuation. — 

Review. No. 10, 12, 14, 15, 16. 

13. Review first month. 



THIRD MONTH. 

1. Review. 

1. Drill on the recognition of the parts of speech 
already taught: Noun, verb, pronoun, and prepo- 
sition. 

2. Simple and compound subjects, predicates, and 

objects. 

3. Agreement of verb with subject or subjects. 
Correct.— He and I row well. He rows well. 

4. Correct use of nominative and objective cases 
of nouns and pronouns. Correct.— He gave John 
and me some money. 

2. Plan of Work. 

1. Distinguish the adjective. 

2. Definition of adjective. (1st half) No. 1.* 

3. Distinguish the adverb. 

4. Definition of adverb. (1st half) No. 2.* 

♦"Notes on Grammar." by Joseph S. Taylor. 



32 A TEACHING PLAN OF GRAMMAR 



5. Modifying elements of parts of speech taught. 

6. Subject noun or pronoun with its modifiers. 

7. Predicate verb with its modifiers. 

8. Object noun or pronoun with its modifiers. 

9. Capitalization. — 

Review. No. 43, 43, 44. 

10. Punctuation. — 

Review. No. 17, 18, 19, 22, 26, 28. 



FOURTH MONTH. 

Review. 

1. Subject noun or pronoun with modifiers. 

2. Predicate verb with modifiers. 

3. Object noun or pronoun with modifiers. 

4. All nouns with modifying parts of speech; as, 
noun in the possessive case, pronoun in the posses- 
sive case, and adjective. 

Plan of Work. 

1. Distinguish conjunction. 

2. Definition of conjunction. (1st half) No. 4.* 

3. Distinguish interjection. 

4. Definition of interjection. (1st half) No. 10.* 

5. Drill on the use of the various forms of he. 

6. Distinguish the complements; as, predicate 
noun, predicate adjective, and predicate pronoun. 

7^ The introductory word there is an independent 

*"Notes on Grammar," by Joseph S. Taylor. 



A TEACHING PLAN OF GRAMMAR 33 

element; for example, There are five ducks in the 
pond. 

8. Continue work on adverbs as modifying ele- 
ments of the verb and the adjective. 

9. Synthesis. — Expansion of adjectives and ad- 
verbs into phrases and contraction of phrases into 
adjectives and adverbs. 

10. Correct use of the pronoun in the possessive 
case; for example, Every girl should cover her 
books (instead of "their books"). 

11. CapitaHzation. — 

Review. No. 46, 47. 

12. Punctuation. — 

Review. No. 30, 31, 32, 33, 35. 



FIFTH MONTH. 
Review. 

1. All the words in our language are arranged 
into classes called parts of speech. 

2. Distinguish the parts of speech. 

3. Definition of all the parts of speech. 

4. Definition of grammar. No. -9.* 

5. Chiefly analysis. 

6. Correct use of the adjective; for example, 
Bring me those books (instead of "them books"). 

7. CapitaHzation. — 

Review all previous work. 

8. Punctuation. — 

Review all previous work. 

*"Notes on Grammar," by Joseph S. Taylor. 



:U A TEACHING PLAN OF GRAMMAR 



Grade 6B 



FIRST MONTH. 

1. Review. 

1. Classification of simple sentences : Declar- 
ative, interrogatory, and imperative. (Exclamatory 
form. ) 

2. Definition of sentence. No. 22.* 

3. Subject noun or pronoun with its modifiers. 

4. Predicate verb with its modifiers. 

5. Object noun or pronoun with its modifiers. 

6. Definition of object. No. 15.* 

2. Plan of Work. 

1. Analysis and synthesis. 

2. New. — Nouns. No. 12.* Subdivision 1 and 
first half of 2. 

3. Person. No. 21.* Subdivision 1, 2, and 3. 

4. Number. No 13.* Subdivision 1 and 2. 

5. Gender. No. 8.* Subdivision 1, 2 and 3. 

6. Syntax. No. 23.* 

7. Capitalization.** — 

Review. No. 36, 37, 38. 

8. Punctuation.** — 

Review. No. 1, 3, 4, 5, 6, 9. 

♦"Notes on Grammar," by Joseph S. Taylor. 
♦♦Supplement on Capitalization and Punctuation. 



A TEACHING PLAN OF GRAMMAR 35 

SECOND MONTH. 

1. Review. 

1. Drill on the use of the various forms of "be". 

2. Distinguish the complements; as, predicate 
nominative and predicate adjective. 

3. Definition of predicate nominative. No. 19.* 

4. Definition of predicate adjective. No. 20.* 

2. Plan of Work. 

."). Analysis and synthesis. 

6. New. — Case. No. 7.* 

(Subdivisions 1, lb, and Ic. 
j Subdivisions 2 and 3. 

7. Pronouns. — Personal. No. 16-1.* 

The personal pronouns are I, thou, you, he, 
she, and it with their declined forms and com- 
pounds. 

8. Declension of personal pronouns. 

9. Parsing of nouns or pronouns. 

10. Subject noun or pronoun with its modifiers. 

11. Predicate verb with its modifiers. 

12. Predicate nominative with its modifiers. 

13. Rules of syntax should be studied in con- 
nection with words occurring in sentences. 

14. Capitalization.* — 

Review. No. 39, 40, 41. 

15. Punctuation.* — 

Review. No. 10, 12, 14, 15, 16, 17. 



*"Notes on Grammar," by Joseph S. Taylor. 



36 A TEACHING PLAN OF GRAMMAR 

THIRD MONTH. 

1. Review. 

1. Parsing of nouns or pronouns. 

2. Plan of Work. 

2. Analysis and synthesis. 

3. Subject noun or pronoun with its modifiers. 

4. Predicate verb with its modifiers. 

5. Predicate adjective. 

6. New. — Pronouns: Interrogative, relative, and 
adjective. No. 16*— 2, 3, and 4. 

7. Syntax of all pronouns. 

8. Adjectives. No. 1.* Subdivision 1. 

9. Comparison. No. 5.* Subdivisions 1, 2, and 3. 

10. Conjunction. No. 4.* Subdivisions 1 and 2. 

11. Parsing of conjunctions. 

12. Capitalization. — 

Review. No. 42, 43, 44. 

13. Punctuation.— New. No. 20. 

Review. No. 18, 19, 22, 26, 28. 



FOURTH MONTH. 
I. Review. 

1. Complements: predicate nominative and pred- 
icate adjective. 

2. Definition of preposition, 
o. Definition of interjection. 

♦"Notes on Grammar," by Joseph S. Taylor. 



A TEACHING PLAN OF GRAMMAR 37 

2. Plan of Work. 

-t. Analysis and synthesis of simple sentences. 

5. Predicate adjective with its modifiers. 

6. Definition of object, predicate nominative, and 
predicate adjective. 

r. New. — Adverbs. No. 2. 

(Subdivisions (Meaning) 1, 2, 3, 4. 
I Subdivision (Use) 2. 

8. Comparison of adverbs. 

9. Phrases classified as to use. 

10. Parsing of adjectives and adverbs. 

11. Capitalization. — 

Review. No. 46, 47. 

12. Punctuation. — 

Review. No. 30, 31, 32, 33, 34, Bo. 



FIFTH MONTH. 
Review. 

1. In the study of a part of speech, stress should 
be laid upon the idea of use. 

2. Definition of all parts of speech. 

3. Parsing of all parts of speech. 

4. Phrases classified as to use. 

5. Definition of phrase. No. 18.* 

6. Analysis and synthesis of simple sentence. 

7. Capitalization. — Review. 

8. Punctuation. — Review. 



*"Notes on Grammar," by Joseph S. Taylor. 



38 A TEACHING PLAN OF GRAMMAR 



Grade 7A 



FIRST MONTH. 

Remark. — In teaching grammar in all grades, 
concrete examples are to be shown first. Then the 
pupil is asked to find other examples from the read- 
ing matter of the grade. Lastly, he must be able to 
embody what he has learned into his own construc- 
tive work in English. 

1. Review. 

1. Analysis and synthesis of simple sentences as 
in previous grade. 

2. Simple interrogative sentences. 

3. Parsing of nouns. 

4. Parsing of personal and interrogative pro- 
nouns. 

2. Plan of Work. 

1. New. — Complex sentences containing adjec- 
tive clauses. 

2. Relative pronoun. No. 16.* Subdivision 2. 

3. Antecedent. 

4. Adjective clause introduced by relative pro- 
noun. 

5. Complex sentence. 

*"Notes on Grammar," by Joseph S. Taylor. 



A TEACHING PLAN OF GRAMMAR 39 



6. Definition of interrogative pronoun. No. 16.* 
Subdivision 4. 

7. Declension of nouns and pronouns. 

8. Definition of declension. 

9. Rules of syntax. 

(1) Agreement of relative pronoun with an- 
tecedent. 

(2) Position of adjective clause. Rules of 
syntax should be studied in connection with 
words occurring in sentences. 

10. Capitalization.'*'* — New. No. 45. 

Review. No. 36, 37, 38. 

11. Punctuation.**— New. No. 29, 7, 11. 

Review.— No. 1, 3, 4, 5, 6, 9. 



SECOND MONTH. 

1. Review. 

Analysis and synthesis of simple sentences. 

Analysis of complex sentences containing adjec- 
tive clauses. 

Parsing of nouns, pronouns, adjectives, and ad- 
verbs. 

2. Plan of Work. 

1. New. — Definition of adjective pronoun. No. 
16.* Subdivision 3. 



*"Notes on Grammar," by Joseph S. Taylor. 
♦♦Supplement on Capitalization and Punctuation. 



40 A TEACHING PLAN OF GRAMMAR 

2. Compound personal and relative pronouns. 

3. All adjective clauses. 

(1) Introduced by relative pronouns. 

(2) Introduced by conjunctive adverbs. 

4. Adjectives. No. 1.* Subdivision 2, a and b. 

I. Descriptive. 
II. Limiting. 

1. Numeral. 

2. Pronominal.** 

3. Article. 

5. Adverbs. No. 2. Subdivisions 1, 2, 3 (Use.) 

6. Capitalization. — 

Review. No. 39, 40, 41. 

7. Punctuation. — New. No. 13. 

Review. No. 10, 11, 12, 14, 15, 16, 17. 



THIRD MONTH. 

I. Review. 

1. Analysis and synthesis of simple sentences. 

*"Notes on Grammar," by Joseph S. Taylor. 

♦^Pronominal adjectives may be subdivided into the follow- 
ing classes: 

(a) Distributive: each, either, neither, many a. These 
relate to objects taken separately. 

(b) Demonstratives: this, these, that, those, you. 
yonder, same, former, latter. These point out objects 
definitely. 

(c) Indefinites: one, other, another, any, some, such, 
all, both, none. These relate to objects indefinitely. 

(d) Interrogatives : which, what, and their compounds. 



A TEACHING PLAN OF GRAMMAR 41 

2. Analysis of complex sentences containing ad- 
jective clauses. 

2. Plan of Work. 

1. New. — Adverbial clauses. 

2. Conjunctions: Copulative and disjunctive. No. 
4.* Subdivisions 1, la, lb. 

3. Definition of verb. No. 25.* 

Subdivisions 1, 2 (according to form). 
Subdivisions 1, 2 (acording to use). 

4. Four principal parts of verb. 

5. Definition of tense. No. 24.* 

6. Definition of mood. No. 11.* Subdivisions 1, 
2, 3 

7. Nominative absolute. No. 7.* la. 

8. Nouns in apposition. No. 7.* Id. 

9. Indirect object. No. 7.* 2b. 

10. Rules of syntax should be studied in connec- 
tion with words occurring in sentences. 

11. Parsing of nouns, pronouns, and verbs as far 
as taught. 

12. Capitalization. — New. No. 45. 

Review. No. 42, 43, 44. 

13. Punctuation. — 

Review. No. 18, 19, 22, 26, 28. 



FOURTH MONTH. 
I. Review. 

1. Analysis and synthesis. 

♦"Notes on Grammar," by Joseph S. Taylor. 



42 A TEACHING PLAN OF GRAMMAR 

2. Phrases and clauses. 

3. Parsing of all parts of speech. 

4. Nominative absolute. 

5. Noun in apposition. 

6. Indirect object. 

7. Moods and tenses. 

2. Plan of Work. 

1. New. Noun clause. 

2. Compound sentence. 

3. Voice: Active and passive. 

4. Conjugation of verbs in all moods. 

5. Use of shall and will, and should and would. 

6. Adverbial objective. 

7. Capitalization. — 

Review. No. 46, 47. 

8. Punctuation. — 

Review. No. 30, 31, 32, 33, 34, 35. 



FIFTH MONTH. 

Remark. — Pupils should be taught to say all they 
know of a sentence or word without being ques- 
tioned. 

Review. 

1. Chiefly analysis. 

2. Clauses. Noun, adjective, and adverbial. 

3. Phrases. Noun, adjective, adverbial, and ex- 
planatory. 



A TEACHING PLAN OF GRAMMAR 43 



4. Double relative zvhat and its compound used 
only in noun clauses. 

5. Comparison of adjective and adverb. 

6. Verb. 

Principal parts. 
Regular or irregular. 
Transitive or intransitive. 
Voice. 
Mood. 
Tense. 

Agreement with subject in person and num- 
per. 

7. Syntax of all parts of speech. 

8. Capitalization. — Review. 

9. Punctuation. — Review. 



44 A TEACHING PLAN OF GRAMMAR 



Grade 7B 



FIRST MONTH. 

1. Review. 

1. Analysis and classification of sentences. 

2. Functions of word, phrase, and clause ele- 
ments. 

Remark. — The study of clauses is a very 
important part of grammar. In studying 
clauses we deal with the large relations in sen- 
tences. With pupils these clauses should be 
taken up carefully and slowly. The relation of 
adverbial clauses is important because so much 
of the refinement of thought lies in these ele- 
ments. 

2. Plan of Work. 

1. New. — Objective complement. No. 14.* 

2. The exercises in synthesis should include sim- 
ple, complex, and compound sentences. 

3. Voice of verbs. 

4. Conjunctions. 

5. Adjective and adverbial clauses. 
i\. Parsing of nouns and pronouns. 



♦"Notes on Grammar," by Joseph S. Taylor. 



A TEACHING PLAN OF GRAMMAR 45 



7. Capitalization.** — 

Review. No. 36, 37, 38. 

8. Punctuation.** — 

New. No. 2. 

Review. No. 1, 3, 4, 5, 6, 7, 9, 10. 



SECOND MONTH. 

1. Review. 

1. Special attention to the copulative verb *'to 
be" in its various forms. 

2. Parsing of all verbs. 

3. The exercises in analysis and synthesis should 
include simple, complex, and compound sentences. 

4. Adverbial clauses of time, place, degree, and 
manner. 

2. Plan of Work. 

1. New.— Mood. No. 11.* Subdivisions 1, 2, 3. 

2. Forms of tense. No. 24.* Subdivision 1. 

3. Conjugation of verbs in imperative, indicative, 
and subjunctive moods. 

4. Cautions regarding use of tense. 

(1) Agreement of verb with its subject. 

(2) The tense of the verb in the principal 
clause must not conflict with the verb in the 
subordinate clause. 



♦♦Supplement on Capitalization and Punctuation. 
♦"Notes on Grammar," by Joseph S. Taylor. 



46 A TEACHING PLAN OF GRAMMAR 

(3) Use the present tense to express present 
facts and unchangeable truths, 

5. Capitalization. — 

Review. No. 39, 40, 41. 

6. Punctuation. — 

New. No. 24. 

Review. No. 11, 12, 13, 14, 15, 16, 
17. 18. 



THIRD MONTH. 

1. Review. 

1. Classification, analysis, and synthesis of 
all kinds and types of sentences. 

2. Plan of Work. 

1. Verbals should be classified as infinitives, par- 
ticiples, and participial nouns. 

2. New. — Verbals. No. 26.* Subdivisions 1, 2, 
and "Remarks." 

3. Synthesis. — Expansion of participles and in- 
finitives to phrases and clauses. 

4. Syntax of verbals, conjunctions, and preposi- 
tions. 

5. Teach such other copulative verbs as become, 
seem, appear, remain, grow, look, taste, feel, smell, 
etc. 

6. Caution. — A participle or participial phrase is 

*"Notes on Grammar," by Joseph S. Taylor. 



A TEACHING PLAN OF GRAMMAR 47 



usually placed immediately after the noun whose 
meaning it modifies. When there is no doubt about 
the noun to which it belongs, the participle may 
come first. 

(Note.— The past participle is always pas- 
sive in idea, and never takes an object.) 

7. Noun phrases. 

8. Noun clauses. 

(1) Subject. 

(2) Predicate nominative. 

(3) Object. 

(4) Explanatory. 

(5) Object of a preposition. 

9. Capitalization. — 

Review. No. 42, 43, 44. 

10. Punctuation. — 

Review. No. 19, 22, 26, 28, 29. 



FOURTH MONTH. 

Review. 

The exercises in analysis and synthesis should in- 
clude simple, complex, and compound sentences. 

I. Review. 

I New. — Nouns. Collective and verbal nouns. 

No. 12.* Subdivisions a, b. 

2. The object of the verb. 

3. Indirect object. 

4. Objective complement. 



48 A TEACHING PLAN OF GRAMMAR 

5. Adverbial objective. 

6. Independent elements. 

7. Complements of copulative verbs. 

8. Syntax of adjectives and adverbs. 

9. Caution. — Be careful to distinguish an adjec- 
tive complement from an adverb modifier. 

10. Conjunctions. — A more extensive study of 
conjunctives with regard to their use and form in 
sentences is of importance in connection with the un- 
derstanding and expression of thought, and in the 
classification of sentences. 

(Note. — In teaching the relative pronouns in- 
clude their compounds. Distinguish clauses 
of cause, consequence, condition, and purpose. 

11. Capitalization. — 

Review. No. 45, 46, 46. 

12. Punctuation. — 

Review. No. 30, 31, 32, 33, 34, 35. 



FIFTH MONTH. 

Review. 

1. The classification of the sentences as simple, 
compound, or complex will naturally follow from 
the analysis. 

2. Functions of word, phrase, or clause elements. 

3. Subdivision, inflection, and syntax of the parts 
of speech. 



A TEACHING PLAN OF GRAMMAR 49 

4. Copulative verb "to be" in its many forms. 

5. Other copulative verbs, as, become, seem, ap- 
pear, look, etc. 

6. Predicate complements. 

7. Object of the verb. 

(1) Word. 

(2) Phrase. 

8. Verbals. 

(1) Infinitives. 

(2) Participles. 

(3) Participial nouns. 

9. Noun phrases and clauses. 

10. Capitalization. — Review. 

11. Punctuation. — Review. 



50 A TEACHING PLAN OF GRAMMAR 



Grade 8A 



FIRST MONTH. 

1. Review. 

1. All uses of nominative case, 

(1) Subject. 

(2) Predicate nominative. 

(3) Apposition. 

(4) (a) Nominative of address. 

(b) Nominative of exclamation. 

(5) Nominative absolute. 

2. All uses of objective case. 

(1) Object of verb. 

(2) Apposition. 

(3) Object of preposition. 

(4) Objective complement. 

(5) Subject of the infinitive. 

(6) Indirect object. 

(7) Adverbial objective. 

3. Note. — Subject and object of the infmitive are 
in the objective case. 

2. Plan of Work. 

1. New. — Retained object. No. 7,* Subdivision 
2a. 

2. Analysis and synthesis. 

♦"Notes on Grammar," by Joseph S. Taylor. 



A TEACHING PLAN OF GRAMMAR 51 

3. Adjective clauses in complex and compound 
sentences. 

4. Adjective clauses with relative pronoun used as 
object of a preposition. 

5. Study of Connectives. (Conjunctives) : 

(1) Conjunctions. 

(a) Co-ordinate. 

1. Copulative. 

2. Disjunctive. 

(b) Subordinate. 

(2) Relative pronouns. 

(3) Relative (conjunctive) adverbs. 

(4) Interrogative pronouns. 

(5) Interrogative adverbs. 

(6) Interrogative adjectives. 

Remark. — In the following sentences, consider 
which and wha-t interrogative adjectives: 
I know what book you mean ; 
I do not know which book he means. 
Some excellent authorities call which and what in 
such cases relative adjectives, because, like relative 
pronouns, they are connectives as well as something 
else. (See "Notes on Grammar," by Joseph S. Tay- 
lor, 4, 2.) 

6. Drill on the correct use of all pronouns. 

7. Capitalization.* 

Review. No. 36, 37, 38. 

8. Punctuation.* 

New. No. 23. 

Review. No. 1, 3, 4, 5, 6, 7, 9. 



♦Supplement on Capitalization and Punctuation. 



52 A TEACHING PLAN OF GRAMMAR 

SECOND MONTH. 

Remarks — Text-book used chiefly as a book of 
reference. 

Emphasize connection between composition and 
grammar. 

1. Review. 

1. Noun phrases. 

2. Noun clauses. Special attention to those in 
apposition or explanatory. 

3. Adverbial objective. 

2. Plan of Work. 

1. New. — As and but used as relative pronouns. 

2. Various uses of the following words : That, as, 
and but. 

3. Analysis and synthesis. 

4. Verbals : Infinitives, participles, and participial 
nouns. 

5. Capitalization. — 

Review. No. 39, 40, 41. 

6. Punctuation. — 

Review. No. 10, 11, 12, 13, 14, 15, 16. 



THIRD MONTH. 

Remarks. — Analysis used to elucidate obscure or 
complex construction. 

Clearness and correctness are largely dependent 



A TEACHING PLAN OF GRAMMAR 53 

upon the arrangement of modifying words, phrases, 
and clauses. 

1. Review. 

1. Principal parts of verbs lie, lay, let, leave, flow, 
flee, fly^ sit, set, rise, raise, bring, strike, do, and see. 

2. Verbals. 

2. Plan of Work. 

1. Analysis and synthesis. 

2. New. — Exercises in expanding, condensing, 
and recasting phrases, clauses, and sentences. 

3. Adverbial clause. 

4. Relative (conjunctive) adverbs of time, place, 
degree, and manner. 

5. Correlative conjunctions. 

Particular attention should be given to the 
position of adverbial modifiers. 

6. Capitalization. — 

Review. No. 42, 43. 

7. Punctuation. — 

Review. No. 17, 18, 19, 22, 34, 25, 26. 



FOURTH MONTH. 

Review. 

1. Independent elements. 

2. Uses of objective case. 

3. Object of verb. 

4. Indirect object. 



54 A TEACHING PLAN OF GRAMMAR 

2. Plan of Work. 

1. Analysis and synthesis. 

2. Syntax: Agreement, government, and relation. 

3. Conjunctions. No. 4.* Subdivision 2 : 

"A subordinate conjunction is a word that 
joins a subordinate clause to the principal 
clause." 

4. Study of Connectives. 

(1) Conjunctions. 

(2) Relative pronouns. 

(3) Relative (conjunctive) adverbs. 

Note. — See plan of work for the first month 
("Study of Connectives"). 

5. Various uses of such words as, what, all, like, 
hut, as, and that, as different parts of speech. 

6. Verb phrases : "Run over" and "laughed at" as 
they occur in such sentences as : 

The boy was laughed at; 
The dog was run over. 

7. Expletives : It and there. 

8. Capitalization. — 

Review. No. 44, 45, 46, 47. 

9. Punctuation. — 

Review. No. 28, 29, 30, 31, 32, 33, 34. 
35. 



FIFTH MONTH. 
Review. 

1. Functions of word, phrase, and clause elements. 

♦"Notes on Grammar," by Joseph S. Taylor. 



A TEACHING PLAN OF GRAMMAR 55 

2. Analysis should be chiefly from reading matter 
of grade. 

3. Verbals, Infinitives, participles, and participial 
nouns. 

4. Clauses : Noun, adverbial, and adjective. 

5. Phrase: Noun, adjective, and adverbial. 

6. The verb. 

Moods and tenses. Special attention to the 
subjunctive mood. 

7. Active and passive voice. 

8. Concord of subject and predicate. 

9. Concord of tenses. 

10. Position of phrases and clauses. 
11 Capitalization. — Review. ^ 
12. Punctuation. — Review. 



56 A TEACHING PLAN OF GRAMMAR 



Grade 8B 



FIRST MONTH. 

Remarks. — Text-book used chiefly as a book of 
reference. 

In this grade there should be a review similar to 
that of 7B, but demanding on the part of the pupil 
more intelligence and independence. 

Plan of Work. 

1. Analysis and synthesis of complex sentences 
containing phrases and clauses of time, place, degree, 
and manner. 

2. Study of connectives. 

(1) Relative (conjunctive) adverbs. 

(2) Subordinate conjunctions. 

(3) New. — Definition. No. 2.* Subdivisions 
5, 6, 7. 

3. Adverbs. — With reference to meaning adverbs 
are divided into the following classes : 

(1) Time. 

(2) Place. 

(3) Degree. 

(4) Manner. 

(5) Number. 

♦"Notes on Grammar," by Joseph S. Taylor. 



A TEACHING PLAN OF GRAMMAR 



(6) Cause. 

(7) Assertion or denial. 

With reference to use, adverbs are divided into 
three classes: namely, simple, interrogative, and 
relative (or conjunctive). 

4. Verbs. 

(1) Four principal parts, 

(2) Form: Regular; irregular. 

(3) Voice: Active; passive. 

(4) Mood: Indicative; imperative; subjunc- 
tive. 

(5) Tense. 

(6) Parsing of verbs. 

Note. — AuxiHary verbs generally tell mood and 
tense. 

Give particular attention to the verbs do and have 
both as auxiliary verbs and as principal verbs; as. 
do do, had had, etc. 

Definitions of terms used.* 

5. Parsing and syntax of all elements. 

6. Syntax. — Double Negatives: Two negatives 
are equivalent to an affirmative. 

7. Tautology consists in repeating the thought. 

8. Concord of subject and predicate. 

9. Capitalization.** — 

Review. No. 41, 42, 43. 

10. Punctuation**. — New. No. 8. 
Review all rules for use of comma. 



♦♦Supplement on Capitalization and Punctuation. 
♦"Notes on Grammar," by Joseph S. Taylor. 



58 A TEACHING PLAN OF GRAMMAR 

SECOND MONTH. 

Remark. — Analysis used to elucidate obscure or 
complex construction. 

Plan of Work. 

1. Analysis and synthesis. 

2. Noun phrases and clauses used in various ways. 

3. Independent elements : Words, phrases, and 
clauses. 

4. Nouns. 

(1) Proper. 

(2) Common. 

(a) Collective. 

(b) Verbal. 

5. Pronouns. 

(1) Personal. 

(2) Relative. 

(3) Adjective. 

(4) Interrogative. 

6. Person: First, second, third. 

7. Gender: Masculine, feminine, neuter. 

8. Case: Nominative, objective, possessive. 

9. Nouns as independent elements : 

(d) Nominative absolute. 

(2) Nominative by direct address. 

(3) Nominative of exclamation. 

Note. — Some authorities distinguish "Nomina- 
tive by Pleonasm; as, "Thy rod and thy staff, 
they comfort me." 

10. Parsing of nouns and pronouns. 



A TEACHING PLAN OF GRAMMAR 



59 



11. Definitions of terms used.* 

12. Syntax. 

(1) Case of subject and predicate nominative. 

(2) Object of transitive verb and of preposi- 
tion. 

(3) Case of explanatory nouns. 

(4) Possessive case precedes the participial 
noun. 

(5) Possessive case for singular and plural 
number. 

13. Capitalization. — 

Review. No. 44, 45, 46. 

14. Punctuation. — Review the three rules for the 
period, the two rules for the semicolon, the two 
rules for the colon, and the reference marks : star, 
dagger, and double dagger. 



THIRD MONTH. 

i^^mari^.— Pupils should be led to see that the 
truths set forth in text books of grammar are merely 
the facts of language which have been discovered and 
classified. 

Plan of Work. 

1. Analysis of compound and complex sentences. 

^^mtes on Grammar," by Joseph S. Taylor. 



C)0 A TEACHING PLAN OF GRAMMAR 

2. Special attention to adjective phrases and 
clauses. 

3. Adjective. 

(1) Descriptive. 

(2) Limiting. 

(a) Numeral. 

(b) Pronominal.*"^ 

(c) The Article. 

4. Comparison of adjectives. 

5. Comparison of adverbs. 

6. Definitions of terms used."^ 

7. Parsing of all parts of speech. 

8. Syntax. — Adjectives which imply numbers : Ad- 
jectives should agree in number with the nouns 
which they qualify. 

9. Comparison of Adjectives. — If only two persons 
or things are compared, it is better to use the com- 
parative degree of the adjective; if more than two, 
the superlative. 

10. The correct use of the superlative degree. 

11. Avoid double comparatives. 

12. Avoid double superlatives. 



**Pronominal adjectives may be subdivided into the follow- 
ing classes: 

(a) Distributives : each, either, neither, many a. These 
relate to objects taken separately. 

(b) Demonstratives: this, these, that, those, yon, 
yonder, same, former, latter. These point out objects 
definitely. 

(c) Indefinites: one, other, another, any, some, such, 
all, both, none. These relate to objects indefinitely. 

(d) Interrogatives : which, what, and their compounds. 
*"Notes on Grammar," by Joseph S. Taylor. 



A TEACHING PLAN OF GRAMMAR 61 

13. Avoid comparing adjectives which will not 
admit of diflferent degrees. 

14. Capitalization. — 

Review. No. 47, 36, 37. 

15. Punctuation. — New. No. 27. 

Review the two rules for the use of the hy- 
phen, one rule for the use of the caret, and 
three rules for the use of the apostrophe. 



FOURTH MONTH. 

Remark. — Sentences should be selected from the 
reading matter of the grade and from the pupils' oral 
and written work, to show that clearness and correct- 
ness are largely dependent upon the arrangement of 
modifying words, phrases, and clauses. 

Plan of Work. 

1. Analysis and synthesis of simple, com^plex, and 
compound sentences. 

2. Study of Connectives. (Conjunctives.) 

(1) Conjunctions. 

(a) Co-ordinate. 

1. Copulative. 

2. Disjunctive. 

(b) Subordinate. 

1. Relative pronouns. 

2. Relative (or conjunctive) adverbs. 

3. Interrogative pronouns. 



62 A TEACHING PLAN OF GRAMMAR 

4. Interrogative adverbs. 

5. Interrogative adjective,* 

Note. — Include the correlative conjunctions 
in the study of connectives. 

3. Special attention to adverbial clauses of cause, 
condition, purpose, and consequence. 

4. Concrete illustrations of technical terms. 

5. Verbals : Infinitives, participles, and participial 
nouns. 

6. Elliptical sentences. 

7. Exercises in expanding, condensing, and re- 
casting words, phrases, and clauses. 

8. Particular attention should be given to the ad- 
verbial modifier. 

9. Prepositions and interjections. 
10. Syntax. — Possessives. 

(1) Joint ownership. 

(2) Several possessors. 

When several possessive nouns modify the 
same w^ord and imply common possession, the 
possessive sign is added to the last only. If they 
modify different words, expressed or understood, 
the sign is added to each. 

Illustrations John and Harry's boat. John's 
and Harry's boat. In the first example, John 
and Harry are represented as jointly ovniing a 
boat; in the second, each is represented as 
owning a separate boat. 



♦Some excellent authorities call the interrogative adjectives, 
which and what, relative adjectives. See Plan of 8A, "Remarks," 
under item 5. 



A TEACHING PLAN OF GRAMMAR 63 



(3) Explanatory possessive. — When a posses- 
sive noun is followed by an explanatory word, 
the possessive sign is added to the explanatory 
word only. 

(4) Personal pronouns have no possessive 
sign. 

(5) The prepositional phrase introduced by of 
is often equivalent to the possessive. 

(6) Double possessive. — The possessive may 
be used after of] as, 

A story of Mark Twain's is always interesting ; 
Take this hat of Jim's (Jim's hat). 
1. Capitalization. — 

Review. No. 38, 39, 40. 
12. Punctuation. — 

Review the rules for the interrogation point, 
exclamation point, parenthesis, and dash. 



FIFTH MONTH. 

Remarks. — The reviews should cover (1) analysis 
and classification of sentences and (2) functions of 
word, phrase, and clause elements. 

Pupils should be required to study by topics, as 
the tenses and moods of verbs ; phrases ; clauses, etc. 

Plan of Work. 

1. The exercise in analysis and synthesis should be 
more difficult than those of the preceding grades. 



64 A TEACHING PLAN OF GRAMMAR 

2. Various uses of nominative case. 

3. Various uses of objective case. 

4. Various uses of noun phrases and clauses. 

5. Adjective phrases and clauses. 

6. Adverbial phrases and clauses. 

7. Connectives, including correlative conjunctions. 

8. Independent elements : Words, phrases, and 
clauses. 

9. Syntax. — Correction of common errors through 
the discovery of good usage and the application of 
the rules of grammar. 

10. Capitalization. — Review. 

11. Punctuation. — Review. 



RULES OF PUNCTUATION 65 



RULES OF PUNCTUATION. 

The Comma (,) is used — 

1. To set off elements* in the same construction 
forming a series. 

Ex. Earth, air, and water teem with life. 

2. To set off transposed elements. 

Ex. When the wicked entice thee, consent 
thou not. 

3. To set off interposed elements. 

Ex. This, however, was not my purpose. 

4. To set off short quotations informally intro- 
duced. 

Ex. Who said, "Let us have peace?" 

5. To set off independent elements. 

Ex. Fly, brother, fly. 

John, come here. 

(In grades 4A and 4B the rule is this: — 

To set off words of address.) 

6. To mark the omission of a word. 

Ex. John was good; William, bad. 
New York, Jan. 4, 1916. 

7. Sometimes between the members of a compound 
sentence that are not subdivided by commas. 

Ex. We love Bums, and we pity him. 

8. Sometimes at the end of a long subject. 



♦"Elements," as here used, means "words, phrases, or 
clauses." 



66 RULES OF PUNCTUATION 

Ex. The Convention which assembled at 
Paris in 1792, decreed that royalty was abolished, 
y. To set off appositive elements. 

(5B-6B. To set off explanatory elements). 

(When the element is only a word or two no 
comma is needed.) 

Ex. James Brown, Ph.D., is here. 

George, the boy who played truant, is here. 

10. Paul the apostle was a good man. 

The Semicolon ( ;) is used — 

10. Before as, viz., namely, etc., when they intro- 
duce examples; as, — 

Ex. A noun is a name ; as, John. 

11. Between members of a compound sentence that 
are subdivided by commas. 

Ex. Where thou goest, I will go; and where 
thou lodgest, I will lodge. — , — ; — , — . 
The Colon ( :) is used — 

12. Before an enumeration or quotation intro- 
duced by as follows, the following, etc. 

Ex. The following persons are elected to 
office: President, James Finn; Secretary, Mary 
Brown. 

13. Between the members of a compound sentence 
that are subdivided by semicolons. 

Ex. — ; — : — ; — . 

The Period (.) is used — 

14. After declarative and imperative sentences [af- 
ter statements and commands for first four years] . 

Ex. God is good. 



RULES OF PUNCTUATION 67 

John, come here 

15. After abbreviations. 

Ex. Prof. John Brown, A. M. 

16. After Headings, and Arabic figures used to 
number paragraphs. 

The Interrogation Point (?) is used — 

17. After questions. 

The Exclamation Point (!) is used — 

18. After elements that denote strong feeling. 
Ex. To your tents, O Israel! 

Alas ! How have I fallen ! 
Quotation Marks (" ") are used — 

19. To enclosed words used by another. 

Ex. "This," said he, "is America." (divided). 
Who said, "The sun does move?" 

20. A quotation within a quotation of double 
marks is indicated by single marks.* 

21. A quotation within a quotation of single 
marks is indicated by double marks.* 

Ex. Trench says, "What a lesson is contained 
in the word 'diligence* !" 

The Professor began as follows : "Trench 
says, 'What a lesson is contained in the word 
"diligence" !* " 

The Dash (— ) is used— 

22. Sometimes instead of parenthesis marks. 
Ex. I repeat — and this is the principal part 

of my story — that wages are too low. 



♦Omit No. 20 and No. 21. 



68 RULES OF PUNCTUATION 

23. To denote a sudden change of thought. 

Ex. I believe — but what is the use of talking? 

24. At the end of a line to show that the sense is 
incomplete. 

Ex. See after "used" in the above rules. 

25. After a side heading. 
Ex. Example. — 

Marks of Parenthesis ( ) are used — 

26. To set off expressions that form no necessary 
part of the sentence. 

Ex. It is evident (so they say) that the army 
is too small. 

Brackets [] are used — 

27. To enclose words that are not the author's, in 
order to explain the meaning of to supply an omis- 
sion. 

Ex. "The President [Mr. Little] called the 
members to order." 

"The wages of sin is [are] death." 
The Apostrophe (') is used — 

28. To indicate the possessive case. 

29. To form plurals of letters, signs, etc. 

30. To indicate the omission of letters or figures. 
Ex. The Boys of '76 ; Tis true. 

The Hyphen ( - ) is used — 

31. At the end of a line when part of a word is 
taken to the next line. 

32. To join the parts of some compound words. 
Ex. Motner-in-law. 

The Caret (A) is used— 



RULHS OF PUNCTUATION 69 



33. To show where something is to be inserted. 

The Star (*), Dagger (f), Double Dagger 
(J), etc., are used — 

34. As marks of reference. 

35. In Manuscript — 

(1) One line under a word means italics. 

(2) Two lines mean small capitals. 
(3) Three lines mean CAPITALS. 



70 RULES OF CAPITALS 



RULES FOR CAPITALS. 

The following words should begin with capitals. 

36. The first word of every sentence. 

37. The first word of a line of poetry. 

38. Particular names, and words derived from 
them. (Above 4B use "proper nouns," etc.) 

39. The words North, South, East, West, when 
used to denote parts of the country. 

40. Names of months and days (not seasons). 

41. The first word of a direct quotation or ques- 
tion, 

42. Names representing the Deity. 

43. Names of the Bible and books of the Bible. 

44. Titles applied to a person and abbreviations of 
titles. 

45. Names of things when spoken of or to as per- 
sons. (In higher grades use "names of things per- 
sonified.") 

46. Im,portant words in titles and headings. (All 
words may be regarded as "important," except arti- 
cles, prepositions, and conjunctions.) 

47. I and O ; "oh" should begin with a capital 
only when it begins a sentence. 



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